Procedia Social and Behavioral Sciences
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Procedia - Social and Behavioral Sciences 00 (2011) 000–000 Procedia - Social and Behavioral Sciences 30 (2011) 1291 – 1296
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The relationship between creativity and achievement motivation with high school students’ entrepreneurship Farshid Ghasemi a, Ahmad Rastegar b, Reza Ghorban Jahromi c*, Roghayeh Roozegar Marvdashti d a
The Organization of Education, Fars, Shiraz, 71343-1779, Iran b Payame Noor University, Fars, Shiraz 71955-1368, Iran c University of Tehran, Tehran, Tehran 14155-6456, Iran d Azad University, Fars, Marvdasht 71343-1779, Iran
Abstract This study was an attempt to investigate the relationship between creativity and achievement motivation with high school students’ entrepreneurship in Shiraz. In this regard, the relationship of the four dimensions of creativity (fluency, initiative, flexibility, and elaboration) accompanied by 8 characteristics of achievement motivation (hard working, vision, eagerness, purposefulness, progress, insistence, primarity of colleague experts, and the utmost use of time) with entrepreneurship were investigated. The research method was correlation and Abedi’s (1993) creativity questionnaire, Hermans’ (1970) Achievement Motivation Test, and Scarborough and Zimmerer’ (1990) Entrepreneurship Profile were used. 365 (171 male and 194 female) students were chosen using multistage cluster sampling and were asked to complete the questionnaires. After collecting and analyzing the data, the results indicated that there was a meaningful relation between students’ creativity and entrepreneurship. There was also meaningful positive relation between achievement motivation and entrepreneurship. Among the components of creativity, fluency and initiative had positive relation to entrepreneurship. Among components of achievement motivation, hard working, purposefulness, and insistence had positive meaningful relation to entrepreneurship; however, the utmost use of time had negative relation to entrepreneurship. Other components of achievement motivation had weak relations with entrepreneurship. Moreover, the results showed that girls were higher than boys in creativity, achievement motivation, and entrepreneurship. Among the four regions of education, region 2 had better situation regarding the three variables than other regions. © 2011 PublishedbybyElsevier Elsevier Ltd. Open access under CC BY-NC-ND license. 2011 Published Ltd.
Selection and/or peer-review under responsibility of the 2nd World Conference on Psychology, Counselling and Guidance. Keywords: creativity, achievement motivation, entrepreneurship;
1. Introduction With the knowledge, technology, and information progressing increasingly, modern societies need to learn skills in order to proceed through science and technology. Educational system is one of the most largest and developed systems in every society which determines the destiny of that society in the long run. Truly, one can say that the prosperity or misery of a society depends on training and education. Schools have a special position in society as a * Farshid Ghasemi. Tel.: +989171904652; fax: +982188244328. E-mail address:
[email protected]. 1877-0428 © 2011 Published by Elsevier Ltd. Open access under CC BY-NC-ND license. Selection and/or peer-review under responsibility of the 2nd World Conference on Psychology, Counselling and Guidance. doi:10.1016/j.sbspro.2011.10.250
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subsystem of education organization. The society provides the educational system with facilities and capital and mutually expects the system to meet its professional needs. It also expects the educational system to educate the learners on the basis of desirable and ideal patterns of the society. In most developing countries like Iran, problems need new and different patterns to be solved because of the exclusive cultural, social, industrial, and economical situations. “Unemployment” in developed industrial countries is more significant than developing countries and has become a global problem. In recent years, there has been a national consensus that unemployment crisis is not solved unless through entrepreneurship developments and blowing the spirit of innovation in the mould of society. Nowadays, the experts consider the creativity as a fundamental knowledge for every change and innovation (Pir Khaefi, 2001). Creativity is a capability and a talent which is common among human being and everyone potentially has this talent with different rates from birth. Today, in most of scientific resources creativity is considered as a common talent and experts believe that all human beings have the talent to be creative. Therefore, we can take many actions to develop these talents (Asadi, 2006). As was mentioned before, using modern educational methods which are based on increasing fields of creative thinking is a necessity for educational system. It is high time that educational systems of developed countries have put aside and ignored those educational politics which are based on “convergent thinking” and have dealt with an educational approach called “divergent thinking”. On the other hand, one of the most important and fundamental issues in discovering and developing the potential talents is motivation and identifying the factors affecting it. Motivations are the reasons of behavior which cause activities; at the mean time, they identify the total direction of one’s behavior (Ghayumi, 2006). In fact, it is the motivation which energies and directs the person’s behavior. Achievement motivation is the person’s tendency to achieve special goals. This kind of motivation is associated with special goals and ways of achieving them, planning, effort, and feelings of self-worth (Barkhori, 2008). Researchers have concluded that a set of external and internal factors, variables or constructs are involved in motivating the individual for learning and his active participation in education. Instinct, drive, need, delight, interest, curiosity, attribution styles, capability, expectation, efforts to progress, parents and classmates’ pressures may affect the student’ motivation and form his educational behavior, learning and progress (Akbari, 2007). In addition to these two useful and effective factors, i.e., creativity and achievement motivation, another one which serves as a developmental force in culture, society and economy is “entrepreneurship”. Entrepreneurship is a dynamic process towards increasing the capitals. It is also a process which creates a new element using creativity and is accompanied by using time, resources, risks, and other factors (Arasteh, 2003). Entrepreneurship is an endless and fundamental resource in all societies; one which is related to the individual’s creativity. It is both cheap and valuable (Akbari, 2007). When entrepreneurship is accepted as a profession by many of the society members, society develops so fast. That is, entrepreneurship affects individuals’ social and economical development directly (Zare, 2008). According to experts, “human resources” are the most important factors among those which affect work and production. Training and education can seriously provide the students with necessary skills during primary school, high school, and higher levels considering their age and personality (Behrangi, & Tabatabaie, 2009). Although entrepreneurship is a relatively new phenomenon in our society and we haven’t still dealt with it nationwide, it’s most important achievement for the development of the society can be occupation, welfare, wealth, and recognition of occasions. Some experts even believe that entrepreneurship can serve as a mechanism to increase productivity in organizations; so that the developed countries nowadays have kept their companies in a completely dynamic condition and its main reason is training the specialists who create jobs and cause success (Emami Nezhad, 2004). Since there are some conflicts in researchers, planners and public minds about occupation as an important national economical problem of the society and the existing studies also remark that modern movements in future focus on creativity and creative thinking (Pir Khaefi, 2001), a serious challenge in our society is using the creative minds in different fields to get rid of unemployment crisis. In this regard, creating necessary motivation in human resources, identifying motivational factors and the ways to success are among the effective strategies. We could predict the economical progress or deterioration of a nation through the measuring of motivation level of that nation in achievement motivation. 2
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In fact, the main concern of this study is to find the relationship between creativity, achievement motivation and entrepreneurship in Shiraz guidance school students so that we can take an effective action in creating achievement motivation, entrepreneurship and creative thinking to get rid of “unemployment problem”. 2. Methods 2.1. Participants The method of the present study is correlation. 381 high school students from four regions of Shiraz were selected through multistage cluster sampling. However, of all the participants, only 365 students (171 males & 194 females) returned the questionnaires. 2.2. Instruments The research instruments consisted of three questionnaires: Creativity questionnaire (Abedi, 1993), Achievement Motivation Test (Hermans, 1970), and Entrepreneurship Profile (Scarborough & Zimmerer, 1990). The validity and reliability of all questionnaires have been confirmed. 3. Results In table below, the correlation coefficient of the relation between creativity and entrepreneurship has been presented. Table 1. the correlation coefficient of the relation between creativity and entrepreneurship Relationships Creativity and entrepreneurship
r
p
0.126
0.016
As can be seen, there is a significant relationship between achievement motivation and entrepreneurship at level 0.05. Table 2. the correlation coefficient of the relation between achievement motivation and entrepreneurship Relationships Achievement motivation and entrepreneurship
r
p
0.22
0.001
It is evident from table 2 that the relationship between achievement motivation and entrepreneurship is significant at level 0.01. Table 3. the regression analysis of the relation between creativity, achievement motivation and entrepreneurship Regression coefficient
b
SD
β
t
p
Creativity
0.42
0.01
0.94
41.7
0.001
Achievement motivation
0.20
0.11
0.04
1.82
0.069
With reference to the table, one can conclude that there is a significant relationship between creativity and achievement motivation with entrepreneurship. Therefore, these two variables can predict entrepreneurship. 3
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Table 4. the ANOVA matrix of variables Sum of squares
df
Mean of squares
F
p
Regression
1205473.41
2
602736.7
3.02
0.001
Residual
72444.58
363
Total
1.278
365
199.57
The amount of regression shows that the effect of entrepreneurship has been significant and the effects of other variables (considering the residual amount) have been weak. Table 5. the correlation coefficient of the relation between creativity components and entrepreneurship Creativity components and entrepreneurship
Fluency
Initiative
Flexibility
Elaboration
Correlation coefficient
0.20
0.12
0.044
0.036
Significance level
0.001
0.025
0.41
0.49
Concerning the above table, the two components of fluency and initiative have significant direct relationship with entrepreneurship. However, other components don’t have significant relationship with entrepreneurship. Table 6. the correlation coefficient of the relation between achievement motivation components and entrepreneurship Achievement motivation components and entrepreneurship
Hard working
Vision
Correlation coefficient
0.22
0.09
Significance level
0.001
0.12
Eagerness
Purposefulness
Progress
Insistence
Primarity of colleague experts
The utmost use of time
0.09
0.19
0.11
0.002
0.02
0.22
0.1
-0.02
0.68
0.001
0.1
0.74
The above table shows that hard working, purposefulness, and insistence have significant positive correlation with entrepreneurship. The utmost use of time is the only component with negative correlation. Other components of achievement motivation have weak correlation with entrepreneurship. Table 7. the ANOVA matrix of variables’ difference between male and female students Variables Creativity
Achievement motivation
Entrepreneurship
SS
df
MS
F
p
Between group
2475.48
1
2475.48
10.79
0.001
Within group
83265.52
363
229.38
Total
85740.1
364
Between group
450.34
1
450.34
9.45
0.002
Within group
17292.55
363
47.64
Total
17742.89
364 2.27
0.133
Between group
401.26
1
401.26
Within group
64229.24
363
176.94
Total
64630.5
364
4
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As can be observed there is a significant difference between creativity, achievement motivation, and entrepreneurship of male and female students. The difference between males and females is not significant with regard to entrepreneurship. Moreover, the matrix shows evidently that the creativity, achievement motivation, and entrepreneurship of female students is higher than male students. Table 8. the ANOVA matrix of variables’ difference in the four regions Variables Creativity
Achievement motivation
Entrepreneurship
SS
df
MS
F
p
7.47
0.001
2.49
0.06
1.89
0.131
Between group
5010.8
3
1670.27
Within group
80730.2
361
223.63
Total
85740.1
364
Between group
360.44
3
120.15
Within group
17382.44
361
48.15
Total
17742.89
364
Between group
998.17
3
332.72
Within group
63632.33
361
176.27
Total
64630.5
364
The table demonstrates that there is difference regarding the variables between the four educational regions of Shiraz. However, this difference is not significant in achievement motivation and entrepreneurship. 4. Discussion The results indicate that there is a relation between creativity and entrepreneurship in high school students in Shiraz. However, the relation between these two variables is weak. This may be partially because of the incongruent research society, too many research variables or the effects of unwanted variables. This finding is in the line with Rahnama & Abdolmaleki (2009) and Heydari (2010). Moreover, the existence of a significant positive relation between achievement motivation and entrepreneurship is confirmed. Additionally, this relation is weak, which may be a result of an incongruent research society in four different educational regions in Shiraz or it can be result of two many variables of achievement motivation. This finding is in the line with Santos, Curral, & Coetano (2010) and Heydari (2010). Given the analysis of variance among creativity, achievement motivation and entrepreneurship the regression model is significant. Creativity predicts 93% of the variance of entrepreneurship in high school students in Shiraz. However, achievement motivation can’t predict entrepreneurship within a significant level. To explain this fact, it should be said that in order to predict entrepreneurship, both creativity and achievement motivation should be considered simultaneously; because otherwise, each of creativity or achievement motivation can’t solely predict entrepreneurship. This finding is in the line with Pasha Sharifi (2006). The reason for this incongruence is that according to Syadat, Yar Mohaamadzadeh, & Partoy (2007), achievement motivation has a significant positive relation with creativity. The results also indicate that there is a significant positive relation of fluency and initiative with entrepreneurship. However, there isn’t any relation between flexibility and elaboration. Such a result may be because of multiplicity of under study variables in regard to creativity or incongruence of research society. This finding is in the line with Rahnama & Abdolmaleki (2009). Moreover, it is incongruent with Pour Saeed (2001). It may be because he obtained a significant relation among all four components of creativity. The results also indicate that hard work, purposefulness, and insistence have positive and significant relations with entrepreneurship. The utmost use of time has a negative relation with entrepreneurship. Other components of 5
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achievement motivation have weaker relations with entrepreneurship. This finding may be because of multiplicity of this component dimensions or the nature of research society. This finding is in the line with Syadat et al. (2007). The results show that the difference between male and female participants is significant. The presence of a significance level for creativity and achievement motivation indicate that in order to obtain student’s entrepreneurship, both of these variables should be considered simultaneously. The above result is in the line with Pasha Sharifi (2006). The results indicate that there is a significance difference in students’ creativity from different regions of Shiraz. However, achievement motivation and entrepreneurship are not significant. This may be because of the incongruent research society in various regions of Shiraz or unwanted variables. This finding is in the line with Lavasani, Keyvanzadeh, & Keyvanzadeh (2007). References Abedi, J. (1993). Creativity and new methods in assessing it. Psychological Researches Quarterly, 1 & 2, 61-74. Akbari, B. (2007). Assessing the reliability and validity of Hermans’ achievement motivation test. Knowledge and research in education, Islamic Azad University, Khourasgan, 16, 23-31. Arasteh, H. (2003). Entrepreneurship and higher education: principles and obstacles. Rahyaft, 9, 58-66. Asadi, A. (2006). What is creativity and how can make students creative? School Management Development, 4 (5), 18-27. Barkhori, H. (2008). The effectiveness of positive thinking skills in groups on achievement motivation and self-esteem. M.A. thesis, Islamic Azad University, Marvdasht. Behrangi, M. & Tabatabaie, B. (2009). The relationship between managers’ entrepreneurship features and their effectiveness in high schools. Leadership & Educational Management, 2 (8), 64-77. Emami Nezhad, M. (2004). Entrepreneurship in appropriate organizational structure: organizational development factor. Management Journal, 3, 24-36. Ghayumi, M. (2006). Achievement motivation, entrepreneurship, and economic development. Life Hadith Bimonthly, 6 (30), 51-59. Hermans, H. J. (1970). A questionnaire measure of achievement motivation. Journal of Applied Psychology, 54 (4), 353-363. Heydari, N. (2010). The relationship between psychological features components and entrepreneurship. Organizational Knowledge Management Quarterly, 109, 79-90. Lavasani, G., Keyvanzadeh, M., & Keyvanzadeh, H. (2007). The relationship of academic activity, achievement motivation, emotional intelligence and contextual variables with academic achievement. Psychology and Education Journal, 1, 99-123. Mohammad Pour, H. (2008). The relationship of achievement motivation and mental health with academic achievement. M.A. thesis, Islamic Azad University, Marvdasht. Pasha Sharifi, H. (2006). Assessing the intrinsic and extrinsic achievement motivation and attitudes of students regarding educational issues and the contribution of these variables in their achievement. Educational Innovations Quarterly, 18 (5), 171-184. Pir Khaefi, A. (2001). Creativity, management, and entrepreneurship. Creativity and Entrepreneurship Quarterly, 9, 78-89. Pour Saeed, M. (2001). The relation between creativity and scientific achievement of new faculties of Iranian universities. Rahyaft, 26, 30-36. Rahnama, A. & Abdolmaleki, J. (2009). The relationship of emotional intelligence and creativity with academic achievement. Modern Educational Thoughts, 5 (2), 165-178. Santos, S., Curral, L., & Coetano, A. (2010). Cognitive Maps in early entrepreneurship stages: from motivation to implementation. The International Journal of Entrepreneurship and Innovation, 11 (1). Scarborough, M. & Zimmerer, T. (1990). Effective small business management, Columbus: Merrill, pp: 26-27. Syadat, A., Yar Mohaamadzadeh, P., & Partoy, M. (2007). The relationship between the nature of job and creativity of personnel from supervisors’ perspective in Isfahan Iron Foundry. Administrative and Economic Journal, 19 (2), 53-66. Zare, P. (2008). The relation between cooperative management and creativity of guidance school teachers. M.A. thesis, Islamic Azad University, Marvdasht.
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